A narrative inquiry on student perception of failing Algebra 1 and participation in subsequent high school mathematics courses

Abstract

Algebra 1 is significant within a student’s high school mathematics coursework. Initial failure of Algebra 1 can have a continued impact on a student’s subsequent mathematics coursework since prior research indicates students who fail Algebra 1 do not achieve the same level of mathematical competencies as students who initially pass. Research on the failure of students in Algebra 1 is largely quantitative; significant qualitative inquiry on the topic is lacking. Thus, the purpose of this qualitative study was to investigate how students who fail Algebra 1 describe their experience in Algebra 1 and their experiences in the subsequent years of high school mathematics coursework. This study approached the topic through a narrative inquiry methodology. Six participants who failed Algebra 1 but ultimately graduated from high school were interviewed, and the interview transcripts were analyzed using codes, categories, and patterns to identify themes. The findings were expressed through six core narratives, each an amalgamation of participant experiences. Core narratives and subsequent discussions on narratives focused on the themes of peer comparison, belongingness, social norms, student-teacher relationships, teacher commitment, and student-responsive instruction. Cross-narrative themes of engagement and perception emerged. The lasting impact of an initial negative Algebra 1 experience and the significant effect of participant feelings were addressed. The goal-oriented nature of positive experiences and the external attribution of negative experiences were also addressed. The findings of this study may be useful to teachers, school counselors, intervention specialists, curriculum leaders, teacher educators, administrators, and policymakers wanting to develop learning environments and educational practices that better support students who experience academic challenges and setbacks. The results of this study have potential impacts on school policy and classroom student support. Recommendations include the creation of a policy addressing subsequent course enrollment following failure of Algebra 1 and the creation of a standard response protocol for initiating support for students who fail Algebra 1. Classroom recommendations include establishing a classroom culture defined by social safety, psychological safety, and active engagement, and intentionally creating a student-teacher relationship characterized by both positive social and academic interactions.